Skip to main content

Advertisement

SpringerLink
Log in

Mediated Modeling in Science Education

  • Published:
Science & Education Aims and scope Submit manuscript

Abstract

Following two decades of corroboration, modeling theory is presented as a pedagogical theory that promotes mediated experiential learning of model-laden theory and inquiry in science education. Students develop experiential knowledge about physical realities through interplay between their own ideas about the physical world and particular patterns in this world. Under teacher mediation, they represent each pattern with a particular model that they develop through a five-phase learning cycle, following particular modeling schemata of well-defined dimensions and rules of engagement. Significantly greater student achievement has been increasingly demonstrated under mediated modeling than under conventional instruction of lecture and demonstration, especially in secondary school and university physics courses. The improved achievement is reflected in more meaningful understanding of course materials, better learning styles, higher success rates, lower attrition rates and narrower gaps between students of different backgrounds.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • American Association for the Advancement of Science. (1990). Science for All Americans Project 2061. Oxford University Press, New York

    Google Scholar 

  • American Association for the Advancement of Science. (1993). Benchmarks for Science Literacy, Project 2061. Oxford University Press, New York

    Google Scholar 

  • Association of American Colleges and Universities (2002). Greater Expectations: A New Vision for Learning as a Nation Goes to College. AAC&U, Washington DC

    Google Scholar 

  • Bachelard, G.: 1940, La Philosophie du Non, Quadrige (4th edn, 1994)/Presses Universitaires de France, Paris

  • Bower G.H., Morrow D.G. (1990). Mental Models in Narrative Comprehension. Science 247:44–48

    Article  Google Scholar 

  • Bullock B. (1979). The Use of Models to Teach Elementary Physics. Physics Education 14:312–317

    Article  Google Scholar 

  • Bunge M. (1967). Scientific Research I & II. Springer-Verlag, New York

    Google Scholar 

  • Casti J.L. (1989). Alternate Realities. Mathematical Models of Nature and Man. Wiley-Interscience, New York

    Google Scholar 

  • Clement J. (1989). Learning via Model Construction and Criticism. In: Glover G., Ronning R., Reynolds C. (eds), Handbook of Creativity, Assessment, Theory and Research. Plenum, New York

    Google Scholar 

  • Clement J. (1993). Using Bridging Analogies and Anchoring Intuitions to Deal with Students’ Preconceptions in Physics. Journal of Research in Science Teaching 30(10):1241–1257

    Article  Google Scholar 

  • Cobern W.W. (1993). College Students’ Conceptualizations of Nature: An Interpretive World View Analysis. Journal of Research in Science Teaching 30(8):935–951

    Article  Google Scholar 

  • Cobern W.W. (1995). Science Education as an Exercise in Foreign Affairs. Science & Education 4(3):287–302

    Article  Google Scholar 

  • Doerr H.M. (1996). Integrating the Study of Trigonometry, Vectors, and Force Through Modeling. School Science and Mathematics 96(8):407–418

    Article  Google Scholar 

  • Drake S. (1974). Galileo at Work: His Scientific Biography. The University of Chicago Press, Chicago

    Google Scholar 

  • Erduran S. (2001). Philosophy of Chemistry: An Emerging Field with Implications for Chemistry Education. Science & Education 10(6):581–593

    Article  Google Scholar 

  • Ericsson K.A., Charness N. (1994). Expert Performance. Its Structure and Acquisition. American Psychologist 49(8):725–747

    Article  Google Scholar 

  • Eylon B.S., Reif, F. (1984). Effects of Knowledge Organization on Task Performance. Cognition and Instruction 1(1):5–44

    Article  Google Scholar 

  • Feuerstein, R. & Jensen, M.R.: 1980, ‚Instrumental Enrichment: Theoretical Basis, Goals, and Instruments’, The Educational Forum,44: 401–423

    Google Scholar 

  • Fisher K.M. (1990). Semantic Networking: The New Kid on the Block. Journal of Research in Science Teaching 27(10):1001–1018

    Google Scholar 

  • Gee B. (1978). Models as a Pedagogical Tool: Can We Learn From Maxwell?. Physics Education 13:287–291

    Article  Google Scholar 

  • Gentner D., Stevens A.L. (eds) (1983). Mental Models. Lawrence Erlbaum, Hillsdale

    Google Scholar 

  • Giere R.N. (1988). Explaining Science: A Cognitive Approach. University of Chicago Press, Chicago

    Google Scholar 

  • Giere R.N. (eds) (1992). Cognitive Models of Science Minnesota Studies in the Philosophy of Science, Vol. XV. University of Minnesota Press, Minneapolis

    Google Scholar 

  • Giere R.N. (1994). The Cognitive Structure of Scientific Theories. Philosophy of Science 61:276–296

    Google Scholar 

  • Gilbert S.W. (1991). Model Building and a Definition of Science. Journal of Research in Science Teaching 28(1):73–79

    Article  Google Scholar 

  • Glas E. (2002). Klein’s Model of Mathematical Creativity. Science & Education 11(1):95–104

    Article  Google Scholar 

  • Goldberg, F., Bendall, S. & Bach, N.: 1991, ‚Development of Computer-Video-Based Learning Activities and Assessment of Student Understanding in the Domain of Geometrical Optics’, Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL, USA.

  • Hafner R., Stewart J. (1995). Revising Explanatory Models to Accommodate Anomalous Genetic Phenomena: Problem Solving in the “Context of Discovery”. Science Education 79(2):111–146

    Article  Google Scholar 

  • Hake R.R. (1987). Promoting Student Crossover to the Newtonian World. American Journal of Physics 55(10):878–884

    Article  Google Scholar 

  • Hake R.R. (1992). Socratic Pedagogy in the Introductory Physics Laboratory. The Physics Teacher 30:546–552

    Article  Google Scholar 

  • Halloun, I.: 1984, The Use of Models in Teaching Newtonian Mechanics, PhD dissertation, Arizona State University, Tempe

  • Halloun I. (1986). Le Réalisme Naif et L’apprentissage de la Physique. Recherches Pédagogiques 17:23–47

    Google Scholar 

  • Halloun I. (1994), Teaching Model Construction for Solving Physics Problems. Recherches Pédagogiques 19:5–17

    Google Scholar 

  • Halloun I. (1996). Schematic Modeling for Meaningful Learning of Physics. Journal of Research in Science Teaching 33(9):1019–1041

    Article  Google Scholar 

  • Halloun I. (1998a). Schematic Concepts for Schematic Models of the Real World. Science Education 82(2):239–263

    Article  Google Scholar 

  • Halloun I. (1998b). Interactive Model-Based Education: An Alternative to Outcomes-Based Education in Physics. South African Journal of Science 94:313–318

    Google Scholar 

  • Halloun I. (2000). Model-Laden Inquiry: A Prescription for Effective Physics Instruction. THEMES 1(4):339–355

    Google Scholar 

  • Halloun I. (2001a). Apprentissage par Modélisation: La Physique Intelligible. Phoenix Series/Librairie du Liban Publishers, Beirut

    Google Scholar 

  • Halloun I. (2001b). Student Views about Science: A comparative Survey. Phoenix Series/Educational Research Center, Lebanese University, Beirut

    Google Scholar 

  • Halloun, I.: 2003, ‚Evaluating Science and Technology Learning Materials: The Case of the Modeling Curriculum’, Paper presented at UNESCO Regional Workshop on the Evaluation of MST Curricula, Beirut, Lebanon.

  • Halloun I. (2004a). Modeling Theory in Science Education. Kluwer Academic Publishers, Dordrecht

    Google Scholar 

  • Halloun, I.: 2004b, ‚Modeling Theory for Paradigmatic Evolution’, Proceedings of the 12th annual meeting of the Southern African Association for Research in Mathematics, Science and Technology Education, SAARMSTE, Durban, South Africa, pp. 325–342.

  • Halloun, I.: 2004c, ‚Mediated Modeling for Meaningful Learning of Science’, Proceedings of the 8th Annual Science and Math Teachers Conference. SMEC & UNESCO, Beirut

  • Halloun I., Hestenes D. (1985a). Common Sense Concepts about Motion. American Journal of Physics 53(11):1056–1065

    Article  Google Scholar 

  • Halloun I., Hestenes D. (1985b). The Initial Knowledge State of College Physics Students. American Journal of Physics 53(11):1043–1055

    Article  Google Scholar 

  • Halloun I., Hestenes D. (1987). Modeling Instruction in Mechanics. American Journal of Physics 55(5):455–462

    Article  Google Scholar 

  • Halloun I., Hestenes D. (1998). Interpreting VASS Dimensions and Profiles. Science & Education 7(6):553–577

    Article  Google Scholar 

  • Harré R. (1970). The Principles of Scientific Thinking. The University of Chicago Press, Chicago

    Google Scholar 

  • Harré R. (1978). Models in Science. Physics Education 13(5):275–278

    Article  Google Scholar 

  • Harte J. (2002). Toward a Synthesis of the Newtonian and Darwinian Worldviews. Physics Today 55(10):29–34

    Article  Google Scholar 

  • Heller, P., Foster, T. & Heller, K.: 1997, ‚Cooperative Group Problem Solving Laboratories for Introductory Classes’, in E. F. Redish & J. S. Rigden (eds), The Changing Role of Physics Departments in Modern Universities. Proceedings of ICUPE, American Institute of Physics, College Park, pp. 913–933

  • Helm H., Novak J. (eds) (1983). Proceedings of the International Seminar: Misconceptions in Science and Mathematics. Cornell University, Ithaca

    Google Scholar 

  • Hempel C.G. (1965). Aspects of Scientific Explanation. The Free Press, Macmillan New York

    Google Scholar 

  • Hesse M.B. (1970). Models and Analogies in Science. University of Notre Dame Press, South Bend

    Google Scholar 

  • Hestenes, D.: 1995. Modeling software for learning and doing physics. in C. Bernardini, C.Tarsitani and M. Vincentini (eds.), Thinking Physics for Teaching, Plenum, New York, pp.25–66

    Google Scholar 

  • Hestenes D., Wells M., Swackhamer G. (1992). Force Concept Inventory. The Physics Teacher 30(3):141–158

    Article  Google Scholar 

  • Johnson-Laird P.N. (1983). Mental Models. Cambridge University Press, Cambridge

    Google Scholar 

  • Joshua S., Dupin J.J. (1989). Représentations et Modélisations : Le Débat Scientifique dans la Cclasse et l’Apprentissage de la Physique. Peter Lang, Berne

    Google Scholar 

  • Joshua, S. & Dupin, J.J.: 1999, Introduction à la Didactique des Sciences et des Mathématiques. 2nd Ed. Paris: Presses Universitaires de France

    Google Scholar 

  • Justi R., Gilbert J.K. (2002). Models and Modelling in Chemical Education. In: Gilbert J.K., de Jong O., Justi R., Treagust D.F., van Driel J.H. (eds), Chemical Education: Towards Research-based Practice. Kluwer Academic Publishers, Dordrecht, pp. 47–68

    Google Scholar 

  • Karplus R. (1977). Science Teaching and the Development of Reasoning. Journal of Research in Science Teaching 14(2):169–175

    Article  Google Scholar 

  • Lakoff G. (1987). Women, Fire, and Dangerous Things. What Categories Reveal about the Mind. The University of Chicago Press, Chicago

    Google Scholar 

  • Matthews M.R. (2000). Time for Science Education. How Teaching the History and Philosophy of Pendulum Motion Can Contribute to Science Literacy. Kluwer Academic/Plenum Publishers, New York

    Google Scholar 

  • Moreira, M.A. & Greca, H.: April 1995, ‚Kinds of Mental Representations – Models, Propositions, and Images – Used by Students and Physicists Regarding the Concept of Field’, Paper presented at the Annual meeting of the National Association for Research in Science Teaching, San Francisco CA, USA

  • Mortimer E.F. (1995). Conceptual Change or Conceptual Profile Change?. Science & Education 4(3):267–285

    Article  Google Scholar 

  • National Research Council. (1996). National Science Education Standards. National Academy Press, Washington

    Google Scholar 

  • National Science Teachers Association. (1995). Scope, Sequence, and Coordination of Secondary School Science. Vol. 3. A High School Framework for National Science Education Standards. NSTA, Washington DC

    Google Scholar 

  • Nersessian N.J. (1995). Should Physicists Preach what they Practice? Constructive Modeling in Doing and Learning Physics. Science & Education 4(3):203–226

    Article  Google Scholar 

  • Novak J.D. (1990). Concept Mapping: A Useful Tool for Science Education. Journal of Research in Science Teaching 27(10):937–949

    Google Scholar 

  • Novak J. (eds) (1993). Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Cornell University, Ithaca

    Google Scholar 

  • Novak J. (eds) (1987). Proceedings of the Second International Seminar: Misconceptions and Educational Strategies in Science and Mathematics. Vol I, II, III. Cornell University, Ithaca

    Google Scholar 

  • Novak J.D., Gowin D.B., Johansen G.T. (1983). The Use of Concept Mapping and Knowledge Vee Mapping with Junior High School Science Students. Science Education 67:625–645

    Article  Google Scholar 

  • Passmore C., Stewart J. (2002). A Modeling Approach to Teaching Evolutionary Biology in High Schools. Journal of Research in Science Teaching 39(3):185–204

    Article  Google Scholar 

  • Raman V.V. (1980). Teaching Aristotelian Physics through Dialogue. The Physics Teacher 18(8):580–583

    Article  Google Scholar 

  • Redish E. (1994). Implications of Cognitive Studies for Teaching Physics. American Journal of Physics 62(9):796–803

    Article  Google Scholar 

  • Reif F., Allen S. (1992). Cognition for Interpreting Scientific Concepts: A Study of Acceleration. Cognition and Instruction 9(1):1–44

    Article  Google Scholar 

  • Reif F., Heller J.I. (1982). Knowledge Structure and Problem Solving in Physics. Educational Psychologist 17(2):102–127

    Google Scholar 

  • Reif F., Larkin J.H. (1991). Cognition in Scientific and Everyday Domains: Comparison and Learning Implications. Journal of Research in Science Teaching 28(9):733–760

    Article  Google Scholar 

  • Roychoudhury A., Roth W.M. (1996). Interactions in an Open-Inquiry Physics Laboratory. International Journal of Science Education 18(4):423–445

    Google Scholar 

  • Seiler G., Tobin K., Sokolic J. (2001). Design, Technology, and Science: Sites for Learning, Resistance, and Social Reproduction in Urban Schools. Journal of Research in Science Teaching 38(7):746–767

    Article  Google Scholar 

  • Shore L.S., Erickson M.J., Garik P., Hickman P., Stanley E., Taylor E.F., Trunfio P.A. (1992). Learning Fractals by “Doing Science”: Applying Cognitive Apprenticeship Strategies to Curriculum Design and Instruction. Interactive Learning Environments 2(3&4):205–226

    Google Scholar 

  • Smit J.J.A., Finegold M. (1995). Models in Physics: Perceptions Held by Final-Year Prospective Physical Science Teachers Studying at South African Universities. International Journal of Science Education 17(5):621–634

    Google Scholar 

  • Steen L.A. (eds) (1990). On the Shoulders of Giants. New Approaches to Numeracy. National Academy Press, Washington, DC

    Google Scholar 

  • Taconis R., Ferguson-Hessler M.G.M., Broekkamp H. (2001). Teaching Science Problem Solving: An Overview of Experimental Work. Journal of Research in Science Teaching 38(4):442–468

    Article  Google Scholar 

  • Viau, E.A.: 1994, ‚The Mind as a Channel: A Paradigm for the Information Age’, Educational Technology Review 3: 5–10

    Google Scholar 

  • Wartofsky M.W. (1968). Conceptual Foundations of Scientific Thought. MacMillan, New York

    Google Scholar 

  • White B.Y. (1993). ThinkerTools: Causal Models, Conceptual Change, and Science Education. Cognition and Instruction 10(1):1–100

    Article  Google Scholar 

  • Windschitl M. (2004). Folk Theories of “Inquiry”: How Preservice Teachers Reproduce the Discourse and Practice of an Atheoretical Scientific Method. Journal of Research in Science Teaching 41(5):481–512

    Article  Google Scholar 

Download references

Acknowledgments

Preliminary drafts of this article were presented as plenary conference papers (Halloun 2004b, 2004c).

Author information

Authors and Affiliations

  1. Educational Research Center, Lebanese University, P.O. Box 2882, Jounieh, Lebanon

    Ibrahim A. Halloun

Authors
  1. Ibrahim A. Halloun
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Ibrahim A. Halloun.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Halloun, I.A. Mediated Modeling in Science Education. Sci & Educ 16, 653–697 (2007). https://doi.org/10.1007/s11191-006-9004-3

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11191-006-9004-3

Keywords

Search

Navigation